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1 Article Reflection Student’s Name Institutional Affiliation Course Date

2 Article Reflection In the article "Caregivers, School Liaisons, and Agency Advocates Speak Out about the Educational Needs of Children and Youths in Foster Care," Zetlin et al. provide a discussion on the educational needs and difficulties facing students in foster care. The authors elaborate on different themes highlighted by the focus groups – comprising caregivers, agency advocates, and school liaisons – as well as discuss how each group operates independently and holds distinct outlooks regarding students' needs. Based on the findings, Zetlin et al. (2010) suggest a model program that encompasses all relevant stakeholders and offers a platform for purposefully resolving problems in schools. Notably, a major issue expressed by the focus groups in this study is that foster parents, school officials, and social workers do not appropriately address the needs of the most vulnerable children and youths. As the authors assert, "all participants agreed that unattended problems continued to escalate and that some "school" problems threatened the stability of home placements" (pg. 252). The schools tended to struggle to serve their students academically or offer more thorough assistance for the most susceptible children. Besides, social work organizations were too overburdened to serve their children; thus, the parents and caregivers pursued the services elsewhere. But some parents did not have adequate resources to do this, particularly if their children were relocated from one foster home to another - a practice that regularly happens in the foster care system. The article is relevant to social work practice, demonstrating the issues that influence the educational needs of children and youth in schools. As a substitute teacher at the school district, I agree with the article's findings that it is challenging to meet the needs of most vulnerable students due to a lack of proper cooperation among the parents and caregivers, social workers,

3 and school officials. This often affects the students academically, socially, and emotionally. It is clear that numerous social workers, social worker organizations, and even parents are unaware of how schools operate and the rules concerning the schools' responsibility to help foster children. As such, a better and comprehensive training across the board should be prioritized. I believe the foster caregivers, social workers, and school officials need to be well-versed in accessing services and offering support to the foster children. Overall, this article generates fascinating insights useful to social workers, especially when interacting with foster care children and their families.

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4 Reference Zetlin, A., Weinberg, L., & Shea, N. M. (2010). Caregivers, school liaisons, and agency advocates speak out about the educational needs of children and youths in foster care. Social Work , 55 (3), 245-254. https://doi.org/10.1093/sw/55.3.245

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